Experiences of Pre-Primary Education Teachers in Assessing Children’s Achievements and Progress in Distance Education During the COVID-19 Pandemic
Volume 34, Issue 2 (2021), pp. 143–154
Pub. online: 4 August 2022
Type: Article
Open Access
Open Access
Published
4 August 2022
4 August 2022
Abstract
The Covid-19 pandemic posed new challenges and opportunities for participants in education. The following article reveals the experiences
of pre-primary education teachers in assessing children’s achievements and progress in distance education during the first
lockdown of the Covid-19 pandemic. The qualitative research involved 15 pre-primary education teachers who worked remotely in
the spring of 2020. The method of semi-structured interview was chosen. The continuity of education was found to be maintained.
All activities were transferred to distance education by emphasising the opportunity for parents to engage, interest and motivate
children. Various tools for distance education were used: online platforms and social networks, general digital software, and specialised
software for the creation and demonstration of teaching materials. The assessment of children’s achievements and progress in
distance education is seen by teachers as a complex process that requires a high level of parental involvement.